This dissertation elaborates on the history of women's education, with the focus on the Women's teacher training school and the Women’s vocational school in Dubrovnik in the period from 1837 to the beginning of the Second World War. Specific research questions and the theoretical and methodological basis of this research are defined in the introductory part. An overview is given of particular historical phases of the women's movement and women's education as its important factor in Europe and in the Habsburg Monarchy. The beginnings of women's education in the lands of Croatia, Slavonia and Dalmatia within the Habsburg Monarchy (Austro-Hungarian Monarchy) until its end in 1918 are thoroughly explained. The aim was to investigate the social and economic factors that influenced education both as a process of acquiring individual knowledge and as a public activity recognized by the state as an important instrument in achieving political and social goals. Against this background, women's education in Dalmatia until 1918 and women's education in the South Slavic state from 1918 to the beginning of the Second World War were presented. Given that teacher education in Croatia has long been the dominant system of women's education, the activities of the following two educational institutions for women in the 19th century were analysed - Women's teacher training school and Women's vocational school in Dubrovnik due to which women could work in one of the first modern professions available to them. Based on the original material, this study analysed the origin and activities of the Women's teacher training school in Dubrovnik, whose significance for education in general, and for women's education in particular, surpassed the local or regional level. The research looked into the total number of enrolled female students over 45 years, where in the period from 1875 to 1920 more than 6,000 female students were educated. The addressed topics were their domiciliary status, social status of the family, religious and ethnic structure, daily routine with strict school and moral rules, the educational aspect of school activities and the structure of the teaching staff with extensive biographies. It is evident that at the turn of the 19th and 20th centuries, regardless of the uneven pace of modernization, the pluralization and dynamization of women's education were visible not only in Dubrovnik and in Dalmatia, but also in Banska Hrvatska. The study analysed the schooling of women in Dubrovnik and it covered the transition period within the new Yugoslav state (Kingdom of Serbs, Croats and Slovenes and the Kingdom of Yugoslavia) after 1918. This transition caused many forms of discontinuity, including in education. The research expanded on the new social, political and cultural relations that affected the social structures of the population and women by joining the new state union. The new educational structure, i.e. the new educational system that confirmed the principle of unitarism and state centralism enshrined in the constitution was examined. Under the new political conditions, women's education as a form of public education was abolished. Based on the conducted overall analysis, it is evident that the education of women in Dubrovnik differed from the educational trends in other Croatian cities. The Women’s teacher training school in Dubrovnik has played an important social and cultural role in many respects, especially in the field of women's education.